5S3^ 



U 



HOW TO 

VITALIZE 

THE TEACHING OF 

AGRICULTURE 

IN THE 

RURAL SCHOOLS 

ROTATE THE SUBJECTS 




rrni.isiiEO and copykioiii ed I'.MT by 

INTERNATIONAL HARVESTER COMPANY 

Of New Jeksett (Incorporated) 
AGRICULTURAL EXTENSION DEPARTMENT 

P. G. HoLDEN, Director 
HARVESTER BUILDING, CHICAGO 



AK384. 5-18-17 



■••Hwiwwacnwi^tMiiwItwiwiwiwwttwBiwtwMdwiwiwiwiwiwB 



^ 



^EMEMBER, that in 
the rural schools, 
the younger chil- 
dren know what is taught 
to the 7th and 8th graders 
— in fact they actually help 
their older brothers and 
sisters do the agricultural 
work at home and in the 
school. Then why not give 
them something new each 
year? 



0. o* '^• 






HOW TO VITALIZE THE TEACHING OF 
AGRICULTURE IN THE RURAL SCHOOLS 



Rotate the Subjects 

THE teaching of agriculture will not be a real success so long 
as we teach exactly the same things over and over and over 
again year after year. Neither will it be a success, if in 
our attempt to popularize the subject, we skim all the interesting 
things the first year or two, leaving nothing crisp, and fresh, 
and new for the teachers who follow. 

Let us Rotate the subjects, thus having something new and 
live each year. The following indicates how it can be done — in 
fact, how it is actually being done in some of the states: 



1st Year. 



TEACH 

GROWING 

THINGS 



Farm Crops; How Seeds Grow; Depth To 
Plant; Corn; Oats; Alfalfa; Weeds; Gar- 
dens; also Removing Stains; Sewing. 



2nd Year. Rope Knots; Splicing Rope; Fly Traps and 
Screens; Cement Tanks, Steps, and Posts; 
Farm Tools and Machines; Canning; Home 
Conveniences. 



MAKING 
THINGS 



3rd Year. Animals; Poultry; Birds; Insects; Cooking. 

LIVE 
THINGS. 



4th Year 



SOIL AND 
HOME 



Soil Fertility; Cultivation; Moisture; Sanita- 
tion; Beautifying the Home; Social and Com- 
munity Work. 



When the four years* work is finished, start in again with the 
first year's work. By this time the older pupils have graduated 
and the work will be new again to both teacher and pupils. 

Rotation of subjects gives the pupils more agriculture, keeps 
the work live and real and vital, and makes it easier for the county 
superintendent, who usually has little or no help in rural super- 
vision. He can train his teachers for one line of work, while it is 
very difficult to train them for all lines of work. 



JUST HOW SHALL WE PUT AGRICULT- 
URE INTO OUR RURAL SCHOOLS IN 
A SIMPLE, PRACTICAL WAY? 

HOW is the State Superintendent going about it to 
put Agriculture into the rural schools? Shall he 
attempt to put it into all the schools of the 
State at once? No; it can not be done this way. 

Let him select ten or fifteen of his livest county 
superintendents, bring them together for three or four 
days, and train them how to teach a few definite 
things. Then he should actually help these county 
superintendents start the work, stay with them, 
and see them through with it. 

How is the County Superintendent going about it? 
Shall he try to put Agriculture into all of his schools, a 
hundred or a hundred and fifty of them at once? No; 
it can not be done this way; it never has been, and it 
never will be done this way. 

Let him follow the same plan as the State Super- 
intendent. Let him select ten or fifteen of his livest, 
best teachers, bring them together for a week at the 
County Institute, and train them in teaching the few 
definite things which they are to take up next year. 
Then help these teachers start the work in their 
schools, stay with them throughout the year, and see 
them through with it. 

Next year the State Superintendent can add a few 
more counties, and the County Superintendent can 
add a few more schools. By starting this way, it will 
not be many years until Agriculture will be taught in 
every rural school and taught in the right way. 

Oklahoma is now following this plan, and Mis- 
souri will start next year. 



I HC 

MOTTOES 

FOR 

SCHOOL ROOM, HOME 

OR 

BUSINESS OFFICE 











This Day 

1 Will Beat 

My Owi\i Record 











PUBLISHED 191T BY 

INTERNATIONAL HARVESTER COMPANY 

or Nkw .IKR8EY (Incohpokateu) 

AGRICULTURAL EXTENSION DEPARTMENT 

P. G. HoLDEN, Director 
HARVESTER BUILDING, CHICAGO 

A E 389. 50M— 5-20-17 



Q 



WORTH-WHILE MOTTOES 

NY of these mottoes printed on good quality of 
enamel paper, color, green, buff, or white; size, 
38x50 inches, 10 cents each; printed on a good 
grade of white muslin, same size, 75 cents each — 
Prices of quantity lots on both paper and cloth fur- 
nished on application. 



This Day 

I Will Beat 

My Own Record 



EVERY SCHOOL ROOM SHOULD HAVE A MOTTO 



DO A LITTLE GOOD 

EACH DAY 
AT SOME COST 
TO YOURSELF 



I Will Love 

To Do 
My Work 



THE MOTIVE 

iQrglHE sole object of the Agricultural Extension 
IP m \ Department of the International Harvester 
Company is to help YOU make YOUR work 
more effective. It is not a matter of making money 
out of mottoes, booklets, charts, slides, or any other 
material prepared and published by the department. 
The Extension Department was not organized to make 
sales. But we are glad to work with people who are in 
earnest; who really want to do something worth while. 

Send for free catalogue of 100 interesting educa- 
tional booklets — also folder "The Visual Method of 
Instruction", giving full particulars on the use of I H C 
Lecture Charts — Fourteen different sets of charts on 
Agriculture and related subjects. 



INTERNATIONAL HARVESTER COMPANY 

tiF New Jersey (Incorpokatbd) 
AGRICULTURAL EXTENSION DEPARTMENT 

1*. G. IIoLDEN, Director 
HARVESTER BUILDING. CHICAGO 



THIS CHART SHOULD BE PLACED IN 
EVERY SCHOOL IN UNITED STATES 



HIS chart printed on good quality of enamel 

paper, size 38x50, same as mottoes, 10 cents 

each. Printed on white muslin same size, 75 cents 
each. Prices of quantity lots on paper or cloth fur- 
nished on application. 



HIGH SCHOOL EDUCATION PAYS 
YEARLY INCOME 



HIGH SCHOOL 
TRAINING 



AGE 



IN HIGH SCHOOL 
IN HIGH SCHOOL 
S500 

750 ^H 20 

1.000 
1.150 
1.550 



NO H. S. 
TRAINING 




$7,337 



TOTAL S5.II2 



H. SCHOOL TRAINED BOYS-WAGES S3.50 PER DAY 

NO H. SCHOOL TRAINING-WAGES SI.50 PER DAY ~- 



U t lUllAU Of ID 






HOW TO TEACH AGRICULTURE IN THE 
RURAL SCHOOLS 

THERE is no longer any question as to whether or not agri- 
culture shall be taught in the rural schools. Sentiment 
demands it; in many states the law requires it. 
The word "agriculture" as used in tliis article refers not only 
to the subjects directly pertaining to fainiing, but also to any- 
thing pertaining to the life and welfare of the children and the 
people of the comnnmity — health, sanitation, home conveniences^ 
social conditions, and conununity interests. In fact it includes 




Developing an Interest in Grammar 

anything which enables us to teach in terms of the lives of the 
people and the needs of the community. 

School work along these lines is new. We are just now estab- 
lishing methods and precedents. What we do within the next 
ten years will largely determine the future of the work. Let us 
start right, for methods are hard to change after they are once 
established. 

In a few years some of the things we are now doing in school 
will seem strange to us. 

Why should children at their period of greatest activity be 



nvcii iu>vs \M) cims not si iui cts 



WILLlEi-YOURL NOT FIT ^ 
TO SIT e.ESin£ DECENT 
PtOPLl - COr-lE RIGHT Ui^... 
HERE, AMD SIT BISIDE M E ^^^ 




You Think Ihis Is a Jc>k«? No! This Is No Joke— Thi 

i^ n Trugfdy 



AIM FOR DEFINITE, MEASURABLE RESULTS 7 

compelled to sit quietly in their seats six hours a day? 

At this age they are veritable dynamos of nerves, muscles, and 
energy. Can they whisper? No! Look out of the window? 
No! Use their hands and feet? No! They must sit still and 
keep "mum" except when called upon to recite. 

How unnatural! Older people can't and won't stand it. 
A lecture an hour long taxes the endurance of most of us. If we, 
who are older, and have reached a period in our lives when we 
are naturally quiet, find it difficult to sit still one hour, how can 
we expect children to sit still for six long hours each day. 

No wonder we get in school incidents such as cartooned on 
these pages. Are these jokes? No! They are tragedies. And 
tragedies for which the teacher is not to blame. She simply fell 
heir to a system. She is living up to her ideal of "keeping order." 
She is doing what is expected of her. In fact she would lose her 
job if she didn't do it. 

The system nmst be changed. In fact, we are now rapidly 
changing it. Already, especially in our manual training and 
domestic science classes, considerable advancement has been 
made. Agricultm-al work, if properly taught, will help greatly 
to bring about better methods. 



BOOKISH WORK AND SKIMMING ARE 

FUNDAMENTAL ERRORS IN OUR 

AGRICULTURAL WORK 

TWO common errors in our agricultural work so far as now 
given in our rural schools are: 

First — Bookish Work — We assign pages in a book — 
teach words, words, words, not things. 

An eighth grade girl in a school where agriculture had been 
taught from a book for two years said, "We had examination in 
agriculture yesterday, and I'm afraid I won't pass. I hate 
agriculture." 

This girl was assisting one of our extension workers in corn 
testing — the first real agriculture (f. e., study of things) ever put 
into her school. Remembering that corn testing was agriculture, 
she quickly added, "Oh, I don't mean this. I like this kind of 
agriculture." 

Here is the contrast. One sort of agriculture is bookisii, 
dead, has no appeal to the children, and no effect on the com- 
munity ; the other is full of life, of interest, of influence. 

We mean to cast no reflection on books. They are helpful; 
they are necessary; but they are not the end in themselves. 



SI I \)\ I IIINCS— NOT ItOOKS 



Thoy must bo usod as tools, jiisl as an axr is used as a tool — a 
moans to an end. 

Tlien, too, we must romcnil»< r lliat, in rural schools, the 
younpT cliildnMi learn niuch l>y listcnin^i: to the recitations of the 
older ones. If the same text is used year after year, the 
cliildren hear recitations on the same lessons, the same chapters, 
again and again. 




/. ^; ^ I LIKE THIS KIND 

f v^ OF agriculture: 




NATUREii BOOKS 



1,4 H"^ 11 — o 



Therc'b a Viroug and a Kighl W av to Teach Agriculture 



USE BOOKS AS TOOLS 



9 



The work, even thou^'h tauf:;ht in an intereslinji; way, soon 
gets stale. It's the same thing over and over again, year after 
year — a one-crop system that is fatal to interest and enthusiasm. 

Second — Skimming — On the other hand, if no book is used 
and the teacher is left free to select whatever phases of the sub- 
ject she wishes to teach, what are the results? 

The first year all goes well. The teacher selects the inter- 
esting things, the important things, the things attractive to the 
children. The cream is taken from every subject. 




Another Tragedy — His Face Buried in a Book When There 
Is a World of Material All Around Hiin 



10 



WOII) SklMMINC; 



Till- sfcoiid ;m(l third \(";ir> oIIht tr;i( li('r> \\\ to liiul thing's 
t() sliidy. lull tlicy can not iiiid as ■mtcn-sliii^^ lliiii^^s as tlw cliildrcn 
have ulrrady had. If some of tin* tliin^rs already partially studied 
are taken up, the pupils say "(iee, ue liad that last jrar." 

Such an arranjjeinent affords a chance for freedom and orif^in- 
ality and is better than doin^^ hookish work, but it lacks plan and 
system. There is ni» conse(uti\e Nvork. \\ e ^'et no\\ here. ICach 
year the picking' p'ts poorer and poorer. In a short time all 
enthusiasm and inten'st is j:one and a^'riculture becomes a dead 
subject . 

FOUR-YEAR ROTATION PLAN 

The Four-year lioUdiou Plan corrects these errors. Have one 
year devoted to Crops, the second to Makinq Thinqs, the third 
to Animals, and the fourth Xi^ Soils. 

Do the same tiling' with the {.'iris' work. 13on*t try to teach 
Sewing', (lanninj: and ( -ookin'; all the same year. Have Sewinp 
and Heiuoviiif,' Stains (me year, C-anniii'; and Home (conveniences 
the second year. Preparation and (^ookin^' of Foods the third 
year, and Sanitation, Social and Comnnmity \\Ork the fourth 
year. 

The outline on liie rollowin^' paj,M> will show clrnrlN wliat we 
mean by a hour-year liotation. 

The first and second year subjects are indicated a little more 
fulK than the third and fourth year subjects. 




A Modern <)ne-|{<Mtni Sriiool Note tlie Kilrb<>n on the 
L«'fl and lli<> l*lay (rroun*! Vpparatns in the Hack- 
ground Trct's and Shrubs Should be IManletl 
to .Make It Attractive 



SUBJECTS FOR A FOUR-YEAR ROTATION 



The subjects are merely listed under the different heads. Remem- 
ber that they should be modified to fit the various regions 



1 St Year 
CROPS 

Corn. — Harvesting Seed 
Corn — Storing — Testing — 
Cultivation — Corn Root Worm 
— Corn Root Louse. 

Alfalfa. — Importance of Al- 
falfa — How to Get a Stand — 
When to Cut. 

Oats.^ — Treatment for Smut 
— How to Build a Shock. 

Seeds. — ^How Seeds Grow 
— Depth to Plant — Knowing 
Seeds. 

Weeds. — Worst Weeds - — 
How to Kill Weeds. 

Garden. — How to Make a 
Garden — ^What to Plant — How 
to Cultivate. 

*Sewing. — Making a Sewing 
Box — Threading a Needle — 
Making a Knot — Hemming a 
Towel — Making an Apron, etc. 

Removing Stains. — How 
to Remove Ink, Iodine, Grease, 
Tar, etc. 



2nd Year 

MAKING THINGS 

Rope. — Tying Knots — 
Splicing Rope — Making a 
Halter. 

Cement. — How to Mix Ce- 
ment — Making a Cement Step, 
Tank, Post. 

Farm Tools and Ma- 
chines. — Importance of Good 
Tools and Machines — Setting 
Up a Corn Planter — How to 
Use Tools — ^Care of Tools and 
Machines. 

Fly Traps and Screens. — 

How to Make, Use, etc. 

Putting Out a Fire. — Use 

of Fire Extinguisher. 

Home Conveniences. — 

Casters under Wood Box — Ar- 
rangement of Kitchen. 

Cold Pack Canning. — 

Making a Homemade Outfit — 
Making Jar Holders — Canning 
Tomatoes. 



3rd Year 

ANIMALS 

Why Keep Live Stock 

How to Feed 

Testing Milk 

Killing Pests 

Diseases and Remedies 

Protecting Birds 

Preparing and Cooking 

Food 
Setting Table 



4th Year 
SOIL AND HOME 
How to Save Moisture 
Why Rotate Crops 
Making Soil Fertile 
Drainage and Irrigation 
Testing Soil 
How to Keep Well 
Getting Trees, Shrubs, and 

Pictures for School and 

Home 
Getting Folks Together 



*Note — The boys' and girls' work should not be sharply di- 
vided. Remember that boys and girls up to twelve or thirteen 
years of age are interested in the same things. 



11 



12 



FIT I III: WOKk TO Tin: < OMMl MTV 



\N Ihmi this four-year rotation is liiiislu'd, wo can start in a(;ain 
with tho lirst year's work, liy this time the older jjiipjls have 
t;ra(liiate(l, aiuj it has been so lonj; sincc^ the first-year subjects 
were studied, thai thi-y will he new and IVesh to both teachers and 
pupils. 

SilccI Subjects Thai Hrbm^ to ihc ]<e<;ion — In selecting 
the subjects, use material that belon^^s to the region. During the 
C:rop year, the teachers in the Corn Belt should study Com, 
Alfalfa, Oat,s, Clover, Timothy, etc. 

In tlu^ South th.e teachers should study 'Cotton, Bermuda 
Grass, Lespedeza, AN inter Oats, Sugar Cane, Peanuts, etc. 

In a fruit and truck gardening section, small fruits, straw- 
berries, and vegetables should be studied. In selecting the sub- 
jects, remember that the important principle is to t<'ach in the 
terms of the li\es of the children. 

Fit the Vtork to the Needs of the Coniiniinil v. If Alfalfa 




Studying C:orii in a Com Bell Rural School— Cook Co., 111. 

is selected as a subject for the Crop year, we should not try to 
teach everything there is to km)W about Alfalfa. Let us ask our- 
selves this (piestion, "What one, two, or three things can 1 do to 
encourage the growing of alfalfa, and to increase the ])r(»lits from 
it in this community?" 

Answering this question will help us to distinguish between 
things which are merely interesting and things which are vital. 
To know that alfalfa was grown in Home is interesting; to know 
how to get a stand of alfalfa is vital. Jt does no harm for teacher 
and pujiils to know things which are merely interesting, l)ut in 
our teaching we nuist ptit the emphasis on the vital things. 

In .studying each subject take up a few concrete points, and 
aim to get definite measurable results. 



TAKING A LITTLE FROM EACH LINE 

OF WORK EACH YEAR IS A FATAL 

MISTAKE 

SOME one asks, ' Why not rotate by picking a little from each 
line of work each year? And again, why not make the 
work seasonal? We have a little of each of these activities 
at home every year, why not teach a little of each at school?" 

That is, take each year a little from Farm Crops, a little from 
Making Things, a little from Animal Life, and a little from Soils. 
In the home work take a little Sewing, a little Canning, a little 
Cooking, and a little Sanitation each year. 

At the first glance, to one who has not actually tried it in the 
district schools, this looks attractive. 

But it is a fatal mistake. It results in skimming — in taking 
the most interesting and striking things from the work for all 
four years. It does more than anything else to make the teaching 
of agriculture a dead letter in our schools. 

Observe that the Making Things year has been put after the 
Crop year. This blocks the tendency to skim because it intro- 
duces such a different line of work. 

Knowing what is to be taught each year is a decided advan- 
tage. A good teacher can direct the attention of her pupils to 
the work which is to come, prime them for it, give them hints of 
the interesting things, and thus develop so great an anticipation 
that it will be next to impossible to keep the children out of 
school. This is the difference between real teaching and skim- 
ming. 

Within each year's work we can and must as far as possible 
make the work seasonal. We must study harvesting seed corn 
in September and October; we must test it in the Spring; we 
must can fruit and vegetables when they are ready ; we must make 
our fly-traps in time to send them home when fly season starts, 
and so on. 

Don't think that the children will lose interest in a subject 
just because they don't study it every year. Once really inter- 
ested, always interested. The things which interest us are the 
things we are taught to see. If we once really study birds, we 
see birds ever after; if we study weeds, we see weeds everywhere 
we go. 

By studying one line of work an entire year, we can concen- 
trate and arouse a keener interest than we could if we tried to 
teach things along a great many different lines. 

Then, too, teaching a little of everything each year means 
poor work. The county superintendent can not prepare his 
teachers to do the work thoroughly. 

Another reason for having all the crop subjects one year is 

13 



14 Ti:\( inN<; Aiw'^ 'miN(;s ahws vnmi vtOHK 

llial then' iirr jxiiiils wliicli ;irc comimm lo all crops, i. c, testing 
seed, depth to plant, crop iinproveinent, etc. 

For example. y.]\vn >ve are studying the best depth to plant 
potiitocs and corn, it is just as easy to add other s«'eds, and much 
more interest int: because of the comparisons it enables lis to make. 

The fact is that it is so natural to jilant the other seeds at this 
time that the teacher >vill plant them almost in spite of lier ellorts 
not ttMlo so. The soil, pots, and everytliing are ready. \\ hy not 
finish up this work, while we are at it? 

\l''(mr-) c<ir n<>l(ili<m of subjects gives us a good working ])lan, 
but, as with any other ])lan, wc nmst exercise judgment in follow- 
ing it. When an emergency comes up in the conununity, we 
should not be afraid to change the plan to lit the conditions. If 
we are working in the Aninud year, and the seed corn situation 
is critical, let the school take time enough to help all it can in 
testing seed corn. 



ROTATION OF SUBJFXTS MAKES CLUB 
WORK EASIER 



Often n)any lines of club work are started in a county at 
one lime. As all the work is new, it is inijtossible to give each 

line of club work the attention 
j ^ that it needs. 

If tiie rotation plan is fol- 
lowed, the corn and alfalfa 
chd)s can ho started the Crop 
year; the caiming clubs dur- 
ing the MdkiiHf TliiiHfs year, 
the ])oultry, pig, and calf clubs 
during the Animal year, and 
so on. 

This gives a chance to get 
each club more Jiiiiily estab- 
lished. The work grows nat- 
urally instead of being intro- 
duced with a rush. 

The corn club should not 
be drop]ied at the end of the 
Crof) year or the poultry club 
dropped at the end of the Animal yvur. After such clubs are 
once established, the teacher can set aside one day a w«'(>k or 
one day a month to discuss club work and give club UKinhers 
u chance to report. 




. \\ . I'olHr. Slate ( lull l,« iiil«r of 
Itlaliu, Inst riK-tiii^ Two of liis 
I'utalo < lull ilovs 



ORGANIZE BOYS' AND GIRLS' CLUBS 



15 



ROTATION PLAN GIVES PUPILS MORE 
AGRICULTURE 

The Rotation Plan enables us to jjive the pupils more afjri- 
culture. This is true even thouji;h they are actually members of 
the agricultural class only one year. We must remember that 
in the district schools, the pupils in the lower grades know what 
is taught in the sixth, seventh, and eighth grades, and take part 
at school, and especially at home, in helping their older brothers 
and sisters with the work. 



SUMMARY OF ADVANTAGES 
OF THE ROTATION PLAN 

Rotation of Subjects: 
Eliminates Repetition. 
Prevents Skimming. 
Keeps Interest Alive and Keen. 
Makes It Easier to Prepare to Teach the Work. 
Makes Club Work Easier. 
Gives the Pupils More Agriculture. 




Morton Grove, 111. Pupils, Taking Thoir Fly Traps Home 
the First of March. Note the Snow on the Ground 



JUST HOW CAN WE GO ABOUT IT TO PUT 

THE RIGHT SORT OF AGRICULTURE 

INTO THE RURAL SCHOOLS? 

TITE first (jiicslion of (lir state suporintdulcnt and of tliocounty 
siipcriiiltMidciit is, '"I low can ^v<» Avork this l»olalion IMan? 
How can >\(', •who usually lia%o little liclp i'or rural super- 
vision, j:o about it to put a{,'riculture — the right sort oi" agriculture 
— into our rural schools?" 

Agriculture can not be successfully introduced into all the 
schools of any state or any county at the same time. // must 
grow inio (lie schools. 

I^x'gin \\ith a few counties and a few schools in each of these 




Cook Couiily, III. Teachers Training to Teach Agriculture 

counties. This is what Oklahoma and Missouri are doing. 

TIh- Oklahoma Plan. In Oklahoma agriculture is required 
by the Stale ( ".tinslil mIIom. Il has been taught for years in a 
desultory, hit-or-miss fashion. They have skitiMn(>d through 
books; taught words, not things; repeated the same subjects 
year after year; killed interest; made agricullure almost a dead 
letter. 

Last fall they wanted to know how they could make the teach- 
ing of agriculture a reality, make it vital, mak<« it worth while. 
Twelve county superintendent's, who are live wires, were 

16 



BEGIN WITH A FEW SCHOOLS 



17 



selected. These superintendents held a three-day meeting, 
studied how to teach a few definite things, and collected the 
necessary demonstration material for their work. 

Men from the state college of agriculture assisted. The state 
college experts can not assist all the counties at once. It is more 
than they can handle ; but they can find time to give quite careful 
supervision to twelve counties. 

Each county superintendent selected from four to a dozen of 
his best teachers in whose schools agriculture is being taught 
this year. These teachers were given special instruction at the 
Teachers' Institute. 



J 


-. 1 


Q 


JaMHi^HlK mKjV i ^''^Erm 


\ 




jT^r^JBE*!?!!^^ 


•' 1 


i» ■ ^:^ *^M 




t 




^^1 



A Cook County Teacher, Trained in Group Shown on Oppo- 
site Page, Presenting a Lesson in Agriculture to Her Pupils 

When the agricultural work was begun in these schools, the 
county superintendent and an expert from the state college visited 
each of the schools in turn and helped the teacher start the work 
right. 

The county superintendent can help six or eight of his teachers, 
while he couldn't help a hundred or a hundred and fifty of them. 
His work is simplified, concentrated, made more effective. 

The teachers are more likely to succeed because they have 
supervision, help, guidance, and material. 

These six or eight schools in each county are becoming centers 
from which the right kind of agriculture is radiating to the other 
schools in the county. 

Next year a few more counties and a few more schools can be 
added. In four or five years agriculture will be taught in every 
rural school and taught in the right way. 



IS HAVE .M:i(;iIlt(>Kll()()l) IVIKKTINGS 

Missouri Adopts Hoiaiion Plan. Ill Missouri tho plan is 
to train tlurc couiily siipi rintctKlciils IVoin cacli of the liv<' divi- 
sions, lift('<'n in all. I!;i( li ol" these ioiinly siiporintetident^s ^^ill 
iz'iw special training: to lour or six te;t(jiers. I lliiiiately the work 
will reach all the rural schools of the state. 

C.<M>k Couiily I sr<l tlu" IMan. This ])]an of introducing 
agriculture ^^as used in Cook (bounty, Illinois, by County Super- 
intendent Jul ward J. Tobin. 

Six schools were first chosen as centers. Now the work is in 
even.' school in the county. This last year there ^vere 2,387 
children in the ( larden ( '.luh work alone and their |)rofits from the 
garden jiroducts were nearly S-J'2. ()()(). In IIH.") there were 1,778 
club members and they made a profit of S32,0U0. 

KEEP NOTES AND TELL THE STORY 

In starting agricultural work in a county, the teachers should 
keep complete notes on their work, preserve samples, take pic- 
tures, and tell others of their work. 

Have the pupils jjresent the work at neighborhood meetings. 

One or more of the teacliers sliould ha\e the school pres(>nt 
the work at the County Teachers" Institute and at Farmers' 
Institutes. 

I^'lM)rt interesting features of the work to the local papers. 
The j)ajM»rs are glad to liave news items and it helps to popularize 
the movement and 1o make it contagious. 

SOME DON'TS 

Don't Think Yon IVfnst Know Everything. Dont think 
you must know all about agriculture in order to begin teaching it. 
liegin; you'll learn a lot about things as you go along. 

It doesn't hurt, either, to say, "I don't know ."' Agriculture is 
such a big subject that none of us can know all about it. Saying 
'I don't know , but let us all try to find out," avoids prejudice and 
fosters the spirit of investigation. 

Tell the boys to consult their fathers. Father appreciates the 
compliment, and it is well for us to remember that the man w ho has 
iM'en farming for twcntN-fixe >ears knows something about agri- 
culture, especially about agrii ultm-e (m his own farm. 

Don't I se T<M> Much Tiiiio. Don't use t<K> much tinie, 
especially when first starting agriculture. It may cause dis- 
satisfaction. 

Take your people along with you — work with them until they 
want it, until they are a ])art of it. ^ Oii can't go very far w ithout 
having the sentiment of the district back of you. 

Unless your i)eople do understand what you are doing, some 



GROW THE SENTIMENT FOR AGRICULTURE 19 

one is sure to make a fuss about the work. You can't teach 
agriculture and have the children sit still like mummies — in- 
active — a penalty placed on action. The patrons must appreciate 
this fact. 

A teacher must grow her community just as a county super- 
intendent must grow his teachers. 

Don't Begin With the School Garden. In rural districts, 
don't begin with the school garden. It looks simple, but it is 
one of the most difficult things to handle. Unless some one looks 
after it> during the summer, it grows up into a fine bed of weeds, 
which brings discredit on the work and discourages further agri- 
cultural study. 

Home gardens with a definite purpose in mind, and super- 
vision, if possible, will prove a better proposition. 




Remember That These People Know Something About 

Agriculture, Especially About Agriculture 

on Their Own Farms 

Don't Begin With the Curious and Fanciful. Study the 
things that are of vital concern in agricultural work. 

That clover closes its leaves, or "goes to sleep at night" is 
interesting, but knowing tliis fact will not help to increase the 
yield of clover. 

It is well enough to bring in these curious bits of information, 
but don't let them take the interest away from the vital point. 
Recognize them as side issues. 

Don't Begin With Incompetent Teachers. Don't start 
agricultural work with incompetent teachers. They make a 
failure of the subject and thus bring discredit on the movement. 



20 



IM T 11 M: IMIMIASIS ON DOINC; 



Tlicy iiuikc Jiisl ;is (inn li d' a I'ailiirc :n teaching other subjects, 
l)iil the i)alri»iis (Ictii'l rrali/i' il. 

ILLUSTRATED BOOKLETS 

It is a good plan to make illus- 
trated booklets telling the story of the 
aL^riciiitiiral work done in the schools. 

This giv(>s the pupil a chance to 
l)ut what he has learned into per- 
riianriil. attractive^ form, and affords 
an opportunity for working out orig- 
inal ideas. 



f 

a 


micoRN, 



USE BOOKS AS TOOLS 

We should use books as we use 

loojs. l)()(iks are tools — a means to 

an end. Study tilings. 1 f a book hclpa 

us to interpret things, use it freely. 

Uflen it is necessary to buy tlie agricultural text adopted by 

the county or state, but don't assign pages in it. Use it as a 

reference book. 

Start an agricultural library. Secure all the available state 
and government bulletins, and arrange for a good way to keep 



them. 



USE THE COMMUNITY 



Every coinrnunity has people who excel in certain lines of 
work. If there is a good corn man in th(^ neighborluttKl, let us 
^ isit him, study his methods, invite him to come to the sch<K>l 
and talk to the j)upils, and better still, get an invitation from him 
to have the pupils visit his farm. 

Let us make the most of the good agricultural methods we find 
in the connnunity. If the very best farming practices found in 
every community were followed by all the ])eople of that com- 
uiunity, the agriculture! of this country would be revolutionized. 

GET RESULTS 

After deciding upon a certain line of work, for any given year, 
let us not be satislied with half-way results. If we are studying 
the harvesting jind testing of seed corn, our aim should be to have 
every family in th(! community harvest and test their seed corn. 

Let us ineasur«> our success in agricultural work not by what 
l)upils kiioir but by what we are abh^ to get the pupils and the 
community to do. Most of us knoiv more than we do. Most 
of our Kch«H)l work emphasizes knowing rather than doing. In 
fact, often we do not expect children to do what we hav«* them, 
learn. 



TRANSLATE BELIEFS INTO REALITIES 21 

We are like the missionary who gave his class the text: "What- 
soever ye would that men should do to you, do ye even so to them." 
He dismissed his class, telling them that, when they had learned 
this text, they should come back, and he would give them another. 

One pupil did not return. When the missionary met him 
again he said, "Why didn't you come back.^ Haven't you learned 
the text I gave you.i^" 

The pupil said "No." 

The missionary started to repeat the words, but the pupil 
interrupted, "Oh, me can say it, but me can't do it yet." 

Agriculture offers us a splendid opportunity to put the em- 
phasis on the "doing" side. 

Translating our beliefs into realities is the height of efficiency. 
"He who reads and reads and does not, 
Is like him who plows and plows and sows not." 

Our schools will be successful just to the extent to which they 
do translate our teaching into actual life, into right living. When 
they do this, then and then only, have our schools performed 
their real missions. 

DO YOU WANT TO DO SOMETHING? 

We shall be glad to help any state, any county, or any teacher 
who wants to vitalize the teaching of agriculture. 

Teachers' Guides for each of the four year's work are being 
prepared. The Crops and Making Things years will be ready 
first ; the other two will follow later. 

Some of the lessons are planned in detail so that any teacher can 
carry them out; others are merely outlined and a list of avail- 
able helps given. Charts and slides on some of the subjects can 
be procured. 

If you are really in earnest and aim to put the Rotation 
Plan into the schools of your state or county, we will help you 
in every way possible. 




Training to Teach in Terms of the Child's Life 



Educational Publications 

PRINTED AND DISTRIBUTED BY 

The I H C Agricultural Extension Department 
Harvester Building, Chicago 



Furnithed Upon Receipt of Amounts Quoted Below. 
Transportation Charges Collect 



Quantity Lots Sent 



NAME Pages Sinele Copie* 

Kacb 

Getting a Start with Alfalfa in the Corn Belt -- 12 $0.02 

Getting a Start with Alfalfa in the Northwest -- 32 02 

Sweet Clover in the Northwest 38 02 

Seed Corn, Do You Know It Will Grow - - 28 02 

I H C Demonstration Farms in the North -- -- 32 Free 

I H C Demonstration Farms in the South -- -- 32 Free 

Hog Cholera 12 02 

Humus— The Life of the Soil 12 02 

Storing Sweet Potatoes 8 02 

Dip the Cattle Tick 18 02 

Home Bulletin 24 02 

Helps for Wash Day -- -- 20 02 

Cold Pack Canning 20 02 

The Pit Silo 28 02 

Sweet Clover 64 05 

Diversified Farming is Safe Farming -- -- 32 05 

Diversified Farming in the Cotton Belt -- -- 52 05 

Boll Weevil 32 05 

For Better Crops in the South 100 05 

For Better Crops 160 05 

The Disk Harrow 64 05 

We Must Feed Ourselves 52 05 

A Silo on Every Farm 52 10 

Literature Especially Suited to Schools 



$0.01 
01 
01 
01 
01 
01 
01 
01 
01 
01 
01 
01 
01 
01 
04 
04 
04 
04 
04 
04 
04 
04 
06 



Grow a Garden 8 

Poultry is Profitable 12 

Making Money from Pigs 8 

A Pig for Every Boy 4 



Free$0. 10 doz. 



Harvesting Seed Corn 
Testing Seed Corn 
Fly Catechism 



Studies in Alfalfa 32 



Story of Bread 

Creeds of Great Business Men 

Binder Twine Industry 

Harvest Scenes of the World 

Stencils — Paper patterns 3-ft. square for repro- 
ducing large charts. Subjects: Corn, Poultry, 
Weeds, Flies, Alfalfa, Dairying, Canning. 
Per Set of 10 to 15 sheets 

Fly Trap Pattern 

The "Rag Doll" for Testing Seed Corn — 

Cloth 

Paper 

Germination Cloth for Saw Dust Box — 

Cloth 

Paper 



32 

46 

48 

150 



Siaglr Copiea 
Kach 

$0.05 

05 

05 
20 
50 



50 
05 

10 
Sample I 



'$.30 per 100 



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Kach 

$0.04 

04 
04 
15 
35 



Per tloi. 

$0.75 



20 
Sample Free 



05 



05 



Send for our new catalog containing descriptions, illustrations and a com- 
plete list of all literature published by the Agricultural Extension Department 



The Visual Method o£ Instruction 

The Big Idea in Education Characterized in 
I H C Lecture Charts and Lantern Slides 
SIMPLE— LOGICAL— IMPRESSIVE-PRACTICAL 

USED EVERYWHERE ^In Community and Home — 
Rural School and College — On the Farm and In the Factory 
— By Teacher, Pupil, Farmer, Banker and Merchant 

I H C CHARTS OR SLIDES LOANED FREE 

On these conditions — that you have a plan for using them, pay express charges 
from Chicago and return, and report all meetings at the end of each week 

CHARTS OR SUDES FURNISHED ON THE FOLLOWING SUBJECTS: 



1. Com is King 

2. Alfalfa on Every Farm. 

3. A Fertile Soil Means a Prosperous People. 

4. Live Stock on Every Fcirm. 

5. Dairying. 

6. Greater Profit from the Oat Crop. 

7. MaJce More from Your Farm Poultry. 

CHARTS 

I H C lecture charts are 70 inches 
long by 63 inches wide, made of a 
good grade of sheeting, printed in 
clear black letters, w^hich can easily 
be read at a distance of 100 feet or 
more. They are arranged for setting 
up and taking down quickly and 
conveniently. 

Sets contain from ten to fifteen 
charts. Each set with iron stand, 
pointer, and lecture book, is packed 
in a canvas case. Weight, 35 lbs. 

LANTERN SLIDES 

Lantern slide sets, 50 to 60 slides, 
plain and in colors. Weight, 15 lbs. 

Lecture Books Furnished 

For the information and direction 
of lecturers, each set contains an 
illustrated lecture book outlining in 
brief form the story of each chart 
or slide. 



8. Weeds Mean Waste. 

9. Home Economics and Sanitation. 

10. Fight the Fly. 

1 1 . Great Forv*rard Movement in Education. 

12. Diversified Farming for the South. 

13. Home Canning. 

14. Development of Agriculture — 

(No. 14 in Lantern Slides only.) 




THE sole object of the Agricultural Extension Department of the Inter- 
national Harvester Company is to help YOU make YOUR work more 
effective. It is not a matter of making money out of charts, slides, 
booklets, or any other material prepared and published by the Department. 
The Extension Department was not organized to make sales. But we do 
want to work with people who are in earnest; who really want to do some- 
thing worth while. 

Circuits formed to reduce express charges. Write for plan. 
FOR FURTHER INFORMATION ADDRESS 

International Harvester Company of New Jersey, Inc. 

Agricultural Extension Department 
CHICAGO 



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